- Бодом, Г.Р. (orcid.org/0000-0001-5342-9220) (2026) Management of the development of digital competence of heads of general secondary education institutions in the conditions of methodical work of territorial communities Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Bodome G. R. "Management of the development of digital competence of heads of general secondary education institutions in the conditions of methodical work of territorial communities – Qualification work on the rights of the manuscript. Dissertation for the degree of Doctor of Philosophy in specialty 011 – «Educational, Рedagogical Sciences». State Institution of Higher Education «University of Educational Management» of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2026. Annotation content The dissertation is devoted to the problem of managing the development of digital competence of heads of general secondary education institutions (GSEI) in the conditions of methodical work of territorial communities (TC). Relevance of the research problem. The beginning of the third decade of the 21st century is characterized by intensive digital transformation of society, which significantly affects the development of the educational system and necessitates a rethinking of traditional approaches to management. As noted in the OECD report “Skills for the Digital Transition” (2022), digitalization is a leading factor of socio-economic changes that requires the formation of new managerial competencies and technological literacy among educational staff. The UNESCO report “Technology in Education: A Tool on Our Terms” (2024) emphasizes that digital literacy and technical competence should be strategic goals of education at all levels, ensuring equal access, inclusivity, and a safe digital environment. In Ukraine, these trends have been reflected in the Concept for the Development of Digital Competencies (2021) and the Professional Standard for the Head of a General Secondary Education Institution (2021), which define new requirements for the digital readiness of managerial staff. The decentralization reform granted TC the right to form their own education management system and provide methodical support for the educational process in accordance with the provisions of the Law of Ukraine 'On Education' (2017), the Law of Ukraine 'On Complete General Secondary Education' (2020), the Cabinet of Ministers of Ukraine Resolution No. 800 of July 29, 2020, and the Concept for the Implementation of State Policy in the Reform of General Secondary Education 'New Ukrainian School' (with amendments in 2023). The results of monitoring the digital transformation of Ukraine's territorial communities (Portal hromada.gov.ua, 2024) indicate uneven levels of digital maturity in educational institutions and the need to improve management approaches to digital development. Under martial law and the growing cyber threats, the development of crisis management, digital security, and cyber resilience competencies in the educational environment becomes particularly relevant. In this context, a number of modern contradictions emerge between: the increasing demands for the digital competence of heads of GSEI under conditions of digital transformation, military challenges, and the need to ensure the security of the digital educational environment and the lack of a comprehensive scientifically grounded model for managing the development of leaders' digital competence within the system of methodical work in TC; the necessity of integrating digital technologies into management processes and the development of crisis management competencies and the insufficient level of methodical and organizational support for digital security, monitoring, and self-assessment of the digital competence of managers. Overcoming these contradictions requires updating the scientific and methodical foundations for managing the development of digital competence among managers of GSEIs, which determines the relevance of the topic of this study. The scientific novelty and theoretical significance of the research results lie in the fact that, for the first time in Ukrainian pedagogical science: a comprehensive analysis of the problem of managing the development of digital competence of heads of GSEIs in the context of methodical work of TCs has been carried out; the essence, structural components, criteria, indicators, and levels of development of digital competence for heads of GSEIs have been clarified. The structure of digital competence includes motivational-value, informational-technological, communicative, and reflective components. The criteria for development are defined as motivational-value, cognitive, operational-activity, and reflective-evaluative, while the indicators are the level of motivation for using digital technologies, the ability to creatively solve managerial tasks, digital interaction, and reflection on one's own activities. Four levels of digital competence development are distinguished: high, sufficient, satisfactory, and low; the organizational and methodical conditions for managing the development of digital competence of school leaders in the context of the methodical work of TC have been defined and theoretically substantiated, in particular: ensuring the motivation of school leaders to use digital technologies in their daily professional activities; improving the digital literacy of leaders based on the use of modern digital technologies in the context of the methodical work of TC; organizing remote professionally-oriented training for leaders to use digital technologies in real conditions of the methodical work of TC; organizing self-educational activities of school leaders in mastering digital competencies; a structural-functional model for managing the development of digital competence of heads of GSEI in the context of methodical work of TC has been developed, theoretically substantiated, and experimentally tested. This model is based on the principles of ystematization, integration, flexibility, and digitalization of management processes, and reflects the interaction of its key components (target, methodical-conceptual, criteria-based, and results-analytical). The structure of the digital competence of managers is represented by four interrelated components: motivational-value, informational-technological, communicative, and reflexive, which ensure effective management of digital changes in the educational environment; prospective directions for the development of digital competence of school leaders have been identified, taking into account modern European educational standards, in particular the recommendations of DigComp 2.2 (2022) regarding the creative use of technologies, digital security, and self-realization in the digital environment. To implement the scientific concept of the study – ensuring effective management of the development of digital competence of heads of GSEI in the context of the methodical work of TC – a pedagogical experiment was organized in four stages (search-theoretical; diagnostic-ascertainment; formative; analytical-summary) during 2017–2021. The reliability of the results of the experimental study was verified using mathematical statistics methods, in particular through a comparison of variances for the initial and final assessments in the control (CG) and experimental (EG) groups according to Fisher's criterion (F-criterion). The comparative analysis of the indicators (Femp-CG = 1.03–1.07; Femp-EG = 1.33–1.47 at Fcrit = 1.0–1.6) confirmed the reliability of the results and the statistical significance of the effectiveness of the implemented model. Thus, the results of the experimental verification confirmed the effectiveness of the developed structural-functional model for managing the development of digital competence of secondary school leaders and the expediency of its implementation within the methodical work system of TC. The practical significance of the obtained scientific results lies in the development and implementation of the author's project "Alpha," aimed at creating an effective educational and managerial environment for the development of digital competence of secondary school leaders within the framework of the methodical work of TC. The "Alpha" project was preliminarily reviewed at the meeting of the Scientific and Methodical Commission on the Informatization of Educational Institutions of the Scientific and Methodical Council of the Ministry of Education and Science of Ukraine and approved for use in general secondary education institutions (protocol No. 1 dated 16.02.2017), which confirms its compliance with modern educational requirements. Within the framework of the study, the project was adapted to the tasks of developing the digital competence of heads of GSEI and integrated into the system of methodical work of TC based on the Rediker Software platform using the AdminPlus interactive panel. During the implementation of the project, an innovative methodology for diagnosing the level of digital competence of heads was developed and tested, and the educational and methodical support was updated, focusing on the development of digital competence within the framework of community methodical activities. The obtained results can be used by: methodical services of TC – to improve the effectiveness of managing the development of teachers' digital competence; institutions of postgraduate pedagogical education – to update the content of professional development programs for school leaders; educational authorities – to modernize the management system and the digital transformation of the educational space. The developed methodical recommendations for managing the development of digital competence of heads of GSEI in the context of methodical work of TC reflect the main provisions of the research, summarize its results, and offer practical approaches to organizing management processes in the field of education digitalization. The methodical recommendations are aimed at: improving the system of managing the development of digital competence of heads of GSEIs; providing methodical support and coordination of the activities of educational institutions in TC; implementing modern digital technologies in management and methodical work processes; increasing the professional readiness of leaders to use digital tools in daily management activities; enhancing digital security and cyber resilience of the educational environment. The practical value of the developed recommendations lies in the creation of algorithms, models, and organizational mechanisms that ensure the effective integration of managerial functions of leaders with the tasks of digital transformation of the educational space. Therefore, the research results have practical significance for improving the management system for the development of digital competence of heads of GSEI and for forming a modern digital educational and managerial environment in the context of methodical work of TC. The research results were implemented in the work process of the methodical service of Zaporizhzhia General Education School I–III levels No. 94 of the Zaporizhzhia City Council of Zaporizhzhia Oblast (certificate of implementation of the dissertation research results No. 01-27/19 dated 15.02.2021), the Reference Institution “Reshetylivka Lyceum named after I. L. Oliynyk of the Reshetylivka City Council” of Zaporizhzhia Oblast (certificate No. 01-25/18 dated 15.02.2021), and the Poltava Regional Institute of Postgraduate Pedagogical Education named after M. V. Ostrogradsky (certificate No. 14 dated 15.02.2021), Kharkiv General Education School I–III Degrees No. 93 of the Kharkiv City Council of the Kharkiv Region named after V. V. Bondarenko (certificate No. 1-37/20-20 dated 23.02.2021), Communal Institution “Kharkiv Gymnasium No. 13” of the Kharkiv City Council of the Kharkiv Region (certificate No. 69 dated 17.02.2021), Kharkiv General Education School I-III Degrees No. 115 of the Kharkiv City Council of the Kharkiv Region (certificate on the implementation of the results of the dissertation research). In addition, it should be noted that the implementation of the research results carried out before 2021 took place in educational institutions that at that time had not yet been fully integrated into the structure of the newly established territorial communities. After the completion of the experiment in 2021, the implementation of the structural-functional model and the methodical recommendations for managing the development of digital competence of heads of general secondary education institutions continued in other regions of Ukraine. In particular, in 2021–2025 the methodical recommendations based on the model were implemented in the activities of Rivne State Humanitarian University during the training of second-level master's degree students in the educational program "Management of an Educational Institution" (certificate No. 01-12/123 dated 16.12.2025) and Ivan Ohienko Kamianets-Podilskyi National University. (certificate No. 49/25 dated 19.12.2025). In 2025, the Poltava Regional Institute of Postgraduate Pedagogical Education named after M. V. Ostrogradsky, which was a participant in the experiment, confirmed the continued use of the research results in the work with heads of general secondary education institutions (certificate No. 01-22/853 of 28.08.2025).
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